• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.281-291
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• 2001

The purpose of this study was to identify the effect of mind map activity on scientific attitude and science achievement in elementary school science. The subjects of this study were fifth-grade students selected from two classes in elementary school located in Seoul. The subjects were classified into two groups: One group is composed of thirty-eight students(experimental group) who were participated in mind map activity, and the other is composed of thirty-five students(control group) who were participated in traditional teaching situation. Pretest showed that there were no significant differences between experimental and control group in scientific attitude and science achievement. The results were as follows: First, the experimental group showed a significant improvement in the post-test science achievement compared to the control group. Second, the experimental group showed insignificant improvement in the post-test scientific attitude compared to the control group. Third, female students and mid-ranking group showed a significant improvement in the post-test science achievement. Fourth, in sex and academic ranking, experimental group did not show significant difference in the post-test scientific attitude. In conclusion, mind map activity was more effective than traditional teaching situation on science achievement. But mind map activity was less uneffective than traditional teaching situation on scientific attitude.

• Journal of Fashion Business
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• v.20 no.4
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• pp.172-188
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• 2016

This study is conducted in grades 4, 5, and6 of Elementary schools located in Seoul. The results would be recognized by the Consumer Behavior Survey and the Use of Beauty. Students in the higher grades of elementary schools are exposed to beauty products for the first time. This is a crucial age, where they start becoming interested in their appearance. This behavior is being exploited to increase the desire to use beauty products. Although the initial use is self-motivated, choosing a quality product is highly influenced by peers, reasonable pricing, and internet impact. The higher the grade of the elementary school, we observed an increase in this trust and impulsiveness in the consumer behavior. More than 2 million students spent considerable amounts of money, and showed trends of consumer behavior of the impulsive type. The results of this study can provide a significant base to further study trends of beauty usage in higher grades of elementary schools, and give an indication of the consumer behavior based on the beauty culture and use of health products.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.743-765
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• 2010

The purpose of this study was to provide and analyze the fundamental data on leadership skills and to analyze leadership skills among giftd elementary students according to grade, subject and gender. The main research questions in order to achieve the purpose of research are as follow. First, are there any differences of gifted elementary students' leadership skills in gifted groups? Second, do leadership program have an effect on improvement of gifted elementary students' leadership skills? The subjects for this study were 488 gifted elementary in 4th-6th grade in Busan. The students in the experiential group went thought 16 session do leadership program. After that, they had pre-tests and post-tests. the devices used to verify the effectiveness of the program were leadership skill scales. For this research analysis, MANOVA was used to investigate the first research questions and MANCOVA was used to investigate the second research question. Results from this study are as follows. Firstly, students in higher grades received fewer leadership skills points. This fact suggests that the leadership programs from the fourth grade should be implemented in 5th and 6th grade gifted education as well. Secondly, in the analysis of the results from gifted mathematics and gifted science, little significant statistical difference was shown. Thirdly, the analysis of leadership skills according to gender showed statistical significance. Finally, the study showed that the leadership education program had a positive effect. So the gifted 4th, 5th, and 6th grade students improve their leadership skills points by the end of the 16 week programs. Consequently, it is suggested that leadership education program on gifted elementary education was significant to improvement of leadership skills.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.99-122
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• 2005

The purpose of this study was to find out the effects of a career education program during a discretional activity class in elementary school. It established the following questions to achieve the objectives. First, does a career education program In a discretional activity class have an effect on elementary schooler's career maturity? Second, does a career education program in a discretional activity class make an influence on elementary schooler's self-concept? To settle these subjects, it assigned two classes in 5th grade of A elementary school, city of Anyang, Gyeonggi-do, experiment group and control group. It was applied the experiment group a career education program. As for measurement, it was used career maturity level test for elementary and middle schoolers' and 'the self-concept diagnostic test'. It was examined career maturity and self-concept of the groups through the pre-test post-test, applying cross-tabulation analysis to career choices pattern and t-test to career maturity level and self-concept. The results were as follows: First, students of experiment group showed meaningful differences in career choice pattern, career choice attitude, and career choosing skills compared to control group, and that presented a career education program made a positive impact on elementary schooler's career maturity. Second, it showed that there was a significant difference in self-concept, showing students of experiment group took better place. it is believed that a career education program had a potent influence on the self-concept of elementary students.

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.449-458
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• 2015

In the knowledge and information society, computer education for elementary school is very important. When students are young, they use digital devices. In these days, computer education is software education has attracted only focused on software education curriculum and courses are being made. A software education must be included the education of a computer system. In this study, at least what the computer was designed and built from the elementary curriculum about whether that is how the computer operates. Not made from first grade to sixth grade to grade-level system it made the students of level 7 step system. This is a flexible strategy for education in the school or grade level requirements. This study is meant to argue that the need to be a computer system from elementary education.

• Journal of People, Plants, and Environment
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• v.24 no.5
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• pp.485-498
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• 2021

Background and objective: This study was conducted to find out the status of plant utilization in the current textbooks by analyzing the plants by grade and subject in the national textbooks for all elementary school grades in the 2015 revised curriculum in Korea. Methods: The data collected was analyzed using Microsoft Office Excel to obtain the frequency and ratio of collected plant data and SPSS for Windows 26.0 to determine learning content areas by grade and the R program was used to visualize the learning content areas. Results: A total of 232 species of plants were presented 1,047 times in the national textbooks. Based on an analysis of the plants presented by grade, the species that continued to increase in the lower grades tended to decrease in the fifth and sixth grades, the upper grades of elementary school. As for the number and frequency of plant species by subject, Korean Language had the highest number and frequency of plant species. The types of presentation of plants in textbooks were mainly text, followed by illustrations and photos of plants, which were largely used in first grade textbooks. In addition, as for the area of learning contents in which plants are used, in the lower grades, plants were used in the linguistic domain, and in the upper grades, in the botanical and environmental domains of the natural sciences. Herbaceous plants were presented more than woody plants, and according to an analysis of the plants based on the classification of crops, horticultural crops were presented the most, followed by food crops. Out of horticultural crops, flowering plants were found the most diversity with 63 species, but the plants that appeared most frequently were fruit trees that are commonly encountered in real life. Conclusion: As a result of this study, various plant species were included in elementary school textbooks, but most of them were horticultural crops encountered in real life depending on their use. Nevertheless, plant species with high frequency have continued a similar trend of frequency from the previous curriculums. Therefore, in the next curriculum, plant learning materials should be reflected according to social changes and students' preference for plants.

• Journal of Korean Ophthalmic Optics Society
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• v.7 no.2
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• pp.217-221
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• 2002

After we compared the Unaided visual acuity and the Corrected visual acuity who were wearing spectacles, all over elementary school in Iksan, we could get conclusions like these. 1. The grades are getting higher, there are more who are 0.6 unaided visual acuity, and getting higher Corrected who were wearing spectacles. 2. There are 30% who have to change their wearing spectacles. 3. Higher grade separated into good or worth visual acuity then lower grade. 4. When the first grade grow up third grade, change of unaided visual acuity increased at 0.2, decreased 0.7 and 1.0, but the case of fourth grade becomes sixth grade shown a little changes unaided visual acuity.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.40-49
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• 2013

The purpose of this study was to investigate a motivation system about science learning and interest in science among elementary, middle & high school students and analyze on the their relations. For this, the questionnaires on interest in science that developed by Kind et al., (2007) were selected and translated. After that, second-grade 80 students, fourth-grade 87 students, sixth-grade 107 students, eighth-grade 123 students and eleventh-grade 128 students were required to accomplish a questionnaire on behavioral inhibition system/behavioral activation system about science learning (SL-BIS/BAS), interest in science. Based on these materials, SL-BIS/BAS by student's variables and relations of between the system to interest in science have been analyzed. The result of this study shows the followings. First, the sensitivity about SL-BIS was no significant difference in School levels. But sensitivity about SL-BAS and interest in science in elementary and high school was higher than it in middle school. Second, there were low negative correlation with SL-BIS and interest in science, and relatively high positive correlation with SL-BAS and interest in science. Through the results of this study, relations of motivation to related variables, and the motivation by student's variables are identified. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.59-75
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• 2009

The purpose of this study was to verify the validity and reliability for the Test of Oral Reading and Comprehension Skill (Gardner, 2000) for Korean lower level elementary school children. Subjects were 122 first to third grade students, tested individually. The vocabulary and comprehension sub-tests of K-WISC III and the reading comprehension test of Basic Academic Skills Assessment (Kim, 2000) were used to verify concurrent validity. Internal reliability was determined by internal consistency coefficients. Results verified concurrent validity. Test scores differed significantly by grade level. Test reliability was also confirmed. In conclusion, the Oral Reading and Comprehension Skill Test (Gardner, 2000) is reliable and valid for examination of reading comprehension skills for Korean lower level elementary school children.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.43-57
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• 2019

The meaning of zero as a number signifying nothing is introduced as a number 1 less than 1 in the first grade mathematics textbook. In addition, the first appearance of the properties of zero are described by exemplary situations of adding zero, subtracting zero, and multiplying by zero in the first and second grade mathematics textbooks. The meaning and the properties of 0, however, are not explicitly dealt with any longer in the follow-up learning. In this study, we discuss the way of introducing zero and the applications of the properties of zero for solving number sentences so that they could help elementary school students understand the meaning and the properties of zero. Based on these results, we suggest some educational implications on teaching and learning mathematics of zero.